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Philippine Normal University

The National Center for Teacher Education
COLLEGE OF TEACHER DEVELOPMENT

ELEMENTARY SCIENCE/MATHEMATICS PLANTILLA

School Vision-Mission To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment;

Teachers facilitate learning and constantly nurture every learner;

Administrators and staff, as stewards of institution, ensure an enabling and supportive

environment for effective learning to happen;

Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners.

We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potentials and contribute meaningfully to
building the nation.

As a learner-centered institution, the Department of Education continuously improves

itself to better serve its stakeholders.
School Quality Policy

Department Goals
Subject/Quarter FIRST QUARTER/FIRST GRADING PERIOD
Subject Description This key concepts and skills involving numbers and number sense includes whole
specific for that quarter numbers up to 100 000, multiplication and division of whole numbers, and order of
(from CG) operations.

At the end of this quarter, the learner demonstrates understanding and appreciation of
key concepts and skills involving numbers and number sense:
Summary of Intended
 whole numbers up to 100 000
Learning Outcomes for
 multiplication and division of whole numbers
the quarter (from CG)
 order of operations

COURSE CONTENT (MATHEMATICS GRADE 4)

Session Course Learning

Learning Content Learning Experiences/ Learning Outcome
No./Durat Outcomes/
Resources Assessment
ion Objectives

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TPO: Milieu: The seating arrangement Direction: Read the

 Visualizes Numbers and will be circular. The learners will following items. Then
numbers up to Number Sense be divided into two groups and go write your answers in
100 000 with
with their respective group mates. your notebook.
emphasis on
numbers 10 001
– 100 000. Motivation: Show a video about 1. There were
M4NS-Ia1.4 the processing of can goods and 23,914 avid fans
how many product they make watched the game
EO: each day PBA game 2019.
 Visualizes Draw the number
numbers using Material: Number disc, blocks and discs to show the
representations grids given number.
2. How will you show
Method: Inquiry based learning the number
51,837 using
Media: Video presentation blocks and grids?
Mastery: Answer Key:
1. Visualizing large numbers
Provide number disc, 1. 2 discs (10 000
blocks, and grids that each) = 20,000
represent a number. 3 discs (1000
each)= 3,000
9 discs (100 each)
=900
1 disc (10 each)=
10
4 disc (1 each) =4
23, 914
2. 51 blocks (1000
each) = 51,000
8 flats (100 each)
=800
3 grids (10 each)=
30
7 squares (1
each)= 7
51,837

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TPO: Milieu: The chairs will be formed Formative

 Gives the place into circle. This will be the Assessment
value and value arrangement when learners
of a digit in
formed groups A. Direction: Write
numbers up to
the place value of
100 000.
M4NSIa-10.4 Motivation: Read some of the the underlined
passage in “How Much is a digit. Then write
 Reads and Million” by David M. Schwartz and its value.
writes numbers Steven Kellog 1. 74 305
up to hundred 2. 93 802
thousand in This book motivates kids to learn 3. 26 193
symbols and in more about large numbers and 4. 32 259
words.
place value with illustrations and 5. 46 794
M4NS-Ia9.4
examples that include: B. Direction: Round
 Rounds
numbers to the  It would take twenty-three the following to
nearest days to even count to a million nearest thousand
thousand and and that a goldfish bowl large or ten thousand
ten thousand. enough to hold a million 1. Round 54, 731
M4NS-Ib5.2 goldfish could hold a whale. to nearest
EO:  Seven pages are printed with thousand
 Read, write and tiny white stars on a grid 2. Round 73, 189
represent whole pattern against a blue sky -- to nearest ten
numbers up to
adding up to only one thousand
100,000.
 Use place value hundred thousand stars!
to describe  A trillion children standing on
whole numbers each other's shoulders would
between 1000 almost reach to the rings of Answer Key:
and 100,000 in Saturn. A.
terms of ten 1. Ten thousand
thousands, Materials: Place value chart 70,000 (7 x
thousands,
10000)
hundreds, tens
Method: Experiential Learning 2. Hundred place
and ones.
800 (8 x 100)
Media: PowerPoint Presentation 3. Units place
about place value and rounding 3 (3 x 1)
digits to nearest thousand and ten 4. Thousand place
thousand 2000 (2 x 1000)
5. Tens place
Mastery: 90 (9 x 10)
B.
1. 55,000
2. 70,000

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1. Identify the place value of the

given digits, round it to the
nearest thousand or ten
thousand and put it in the
place value chart.

TPO: Milieu: The seating arrangement Formative

 Compares will be circular to allow learners Assessment
numbers up to work in the group activity A. Direction:
100 000 using
Motivation: Post a story. Ask Compare the
relation
volunteer from the learners to following. Use >, <
symbols.
M4NS-Ib12.4 read the story and answer the or =.
 Orders numbers following guide questions. 1. 48 192 ___ 93846
up to 100 000 in “Lolo Enting runs a vegetable 2. 59 633 ___ 58 633
increasing or and fruits business and delivers 3. 30 478 ___ 30 519
decreasing them nationwide. One morning his 4. 10 503 ___15 003
order. grandchildren come to visit him. 5. 10 000___ 100000
M4NS-Ib13.4 Roger gives him 22,542 seeds of B. Direction: Arrange
EO
papaya, Aryan gives him 46,623 the following
 Compare digits
pieces of ripe mangoes and numbers from
using greater
than, less than, Rosemarie gives him 56, 348 least to greatest
and equal pieces of sweet banana. “Oh thank 1. 3872
 Define the you very much, he said. Thank you 65 159
symbols use in my dear grandchildren. God bless 90 523
comparing digits you all.” 2. 20 151
 Identify the Guide Questions: 55 042
order of digits 1. Who came to visit Lolo Enting? 49 078
based in its 2. Who gave him 56,348 pieces 3. 85 764
value

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of papaya? 81 187
3. What did Aryan give him? 84 218
4. How many ripe mangoes did 87 715
Rosemarie give him? 4. 10 364
5. Do you also give something to 12 264
your Lolo and Lola? Why? Or 15 064
why not? 13 564
6. Who gave him lesser fruits? 5. 36 517
7. Who gave him more fruits? 36 157
8. Who gave him equal or the 36 571
same number of fruits? 36 751
9. Arrange the number from Answer Key:
highest to lowest or vice A.
versa. 1. <
10. Ask how many hundreds, tens 2. >
and ones are there in each set 3. <
of numbers 4. <
5. <
Materials: Answer sheet, Jar of B.
marbles 1. 3872
Method: Inquiry based Learning 65159
Media: PowerPoint presentation 90523
on comparing and ordering digits 2. 20151
Mastery: 49078
1. Compare the number of 55042
marbles in each jar. 3. 81 187
Identify which jar has 84 218
more marbles and order it 85 764
according to number of 87 715
marbles inside. 4. 10 364
12 264
13564
15064
5. 36 157
36 517
36 571
36 751

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TPO: Milieu: The seating arrangement Formative

 Multiplies will be circular to make learners Assessment
numbers up to discuss with their group mates
3digit numbers
A. Direction: Solve
by up to 2-digit
Motivation: Watch a video about the product
numbers
without or with multiplication by 2 to 3 digit 1. 228 x 13=
regrouping. multipliers 2. 713 x 56=
M4NS-Ic43.7 Materials: Flashcards, marker and 3. 285 x 23=
 Estimates the white board 4. 568 x 84=
products of 3- Method: Experiential Learning, 5. 312 x 54=
to 4-digit Game based B. Direction: Find the
numbers by 2- Media: Video presentation about missing digits
to 3- digit
multiplication of whole numbers 1. 672
numbers with
Mastery: x 13
reasonable
results.  Multiplication Flashcards _01_
M4NS-Ic44.2 Direction: 67_0
EO: 1. The class will be group __36
 Practice into 2 2. 937
multiplying 2. Each group will be provide x 58
whole numbers with a white board and _4__
marker 4_85
3. The teacher will show a 54___
flashcard and the groups
must answer it Answer Key
4. The group to first raise the A.
answer will gain a point 1. 364
5. The group that gains more 2. 39,928
points wins 3. 6,555
4. 47,712
5. 16848
B.
1. 672
x 13
2016
6720
8736
2. 937
x 58
7496
4685
54346
TPO: Milieu: The seating arrangement Formative
 Multiplies will be circular to have a Assessments
mentally 2-digit collaborative learning within the
by 1-to 2-digit
group Direction: Answer the
numbers with
Motivation: problem and explain
products up to
200 and “Salute” your solution

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explains the Directions:  A group of

strategies used. 1. The class will be grouped volunteers bought
M4NS-Id42.3 into 2 200 pieces of
 Solves routine
2. Two members from each walis tingting and
and non-routine
group will get card and 200 dustpans
problems
involving put it in their head (two from the same
multiplication of member facing each store where the
whole numbers other) as the remaining Santos family
including money members of the group bought theirs.
using says “salute” How much would
appropriate 3. The remaining members the group of
problem solving will give the product of volunteers have
strategies and
the two numbers written to pay?
tools.
M4NS-Id45.4 on the cards
EO: 4. The first to give the Answer Key:
 Solves mentally number on his/her head  For the cost of the
word problems gets the point walis tinging, we
involving 5. The team with the highest cancel out the
multiplication points wins two zeros in 200
 Describe the Materials: Flashcards, Coloring We have
process on how materials 15x 2=30
to solve
Method: Inquiry based learning, Then we add the
problems with
Game based learning cancelled tail-end
strategies
Media: PowerPoint about zeros to 30, making it
problem in multiplication 3000. Thus,
Mastery: the group of
“Treasure Hunting” volunteers will have
Direction: With the same group, to pay 53,000 for 200
trace the path by passing the walis tingting
obstacles. Look for a card in the For the cost of the
box and tape the answer in the dustpans, we cancel
correct tree. Follow the arrow out the zero in 30 and
until you reach the finish line. the two zeros in 200
We have
3 x 2=6
Then we add the
cancelled tail-end
zeros to 6, making it
6, 000. Thus, they will
pay P6, 000 for 200
dustpans.
Adding the two costs,
3000+6000=9000.
Therefore, the group
of volunteers will
have to pay P9, 000
for 200 walis tingting

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and 200 dustpans.

TPO: Milieu: The seating arrangement Formative
 Solves multi- will be by pair in a row Assessment
step routine Motivation: Watch an episode in Direction: Enumerate
and non-
“Mathdali” on how to solve multi- some steps about the
routine
step routine problems involving strategies you use in
problems
involving operations solving word problems
multiplication Materials: Problem Envelope involving
and addition or Method: Inquiry based learning multiplication.
subtraction Media: Video presentation on
using how to solve a multiplication Example Steps:
appropriate problem with other operations 1. Read the Entire
problem solving Mastery: Word Problem
strategies and
“Problem Envelope” 2. Think About the
tools.
M4NS-Ie45.5 Directions: Word Problem
 Creates 1. Students will work by pair 3. Write on the
problems (with 2. Each pair will be provide Word Problem
reasonable with 2 envelopes 4. Draw a Simple
answers) 3. The 1st envelope contains Picture and Label
involving 1 word problem involving It
multiplication multiplication, addition, or 5. Estimate the
or with addition subtraction. Answer Before
or subtraction
4. The pair will read the Solving
of whole
numbers problem and write their 6. Check Your Work
including answer in separate paper When Done
money. and put in the 1st envelop 7. Practice Word
M4NSIe-46.3 together with the problem Problems Often
EO: 5. The 2nd envelope is for
 Demonstrate another problem that the
understanding pairs will make with own
on the solution
strategies to
use in solving
word related
problems
 Make a
problem with
own solution
TPO: Milieu: The seating arrangement Formative
 Divides 3- to 4- will be circular for learners work Assessment
digit numbers collaboratively Direction: Divide each
by 1-to 2-digit
Motivation: Watch a story telling number by 2. Indicate
numbers
entitled “ A remainder of One” whether it has a
without and
with remainder. Materials: Window cards, Dice, remainder or not.
M4NS-If54.3 Activity sheets A.
 Divides 3- to 4- Method: Experiential learning, 1. 700
digit numbers Game base 2. 242
by tens or Media: PowerPoint presentation 3. 105
hundreds or by

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1 000 without about dividing whole numbers by 4. 468

and with tens, hundreds, or thousand 5. 301
remainder. Mastery: B.
M4NS-If54.4
“Division Decision” Direction: Solve for
EO:
Direction: the quotient
 Divide whole
numbers with 1. The class will be grouped 1. 720 ÷ 10
and without into 2 2. 2000÷ 100
remainder 2. Window cards with label 3. 49 000 ÷ 1000
 Divide digits by 1-6 are posted on the
tens, hundreds, board Answer key:
and thousand 3. Each group will have the A.
chance to throw the dice. 1. 350 no remainder
The corresponding 2. 121 no remainder
number of the dice will be 3. 52 with
answered accordingly in remainder 5
the window cards 4. 234 no remainder
4. Each group will be given a 5. 150 with
minute to solve remainder 5
5. The group that got the
most correct answer will B.
be the winner 1. 72
2. 20
3. 49
TPO: Milieu: The seating arrangement Formative
 Estimates the will be circular for learners to Assessment
quotient of 3- to work collaboratively Direction: Estimate
4-digit dividends
Motivation: Watch an episode in the quotient of the
by 1- to 2digit
“Matdali” on how to estimate and following. Explain your
divisors with
reasonable divide number mentally solution
results. Materials: Division Cards 1. 84 ÷21
M4NS-Ig55.2 Method: Inquiry based learning 2. 242 ÷ 22
 Divides mentally Media: PowerPoint for the activity 3. 74 ÷ 35
2- to 3-digit Mastery: 4. 627 ÷ 23
numbers by 1- “Show me” 5. 694 ÷ 56
digit numbers Direction:
without
1. The class will be grouped Answer key:
remainder using
into 4 1. Round the
appropriate
strategies. 2. Each group will be number to the
M4NS-Ig52.3 provided with “Show me” nearest ten
EO: board 84 ÷ 21 → 80 ÷ 20
 Explain how to 3. Division problems will Calculate
estimate in show in the board mentally.
division 4. Each group will be given 5 8÷2=4
 Practice dividing seconds to write their Estimated
mentally answer quotient = 4
5. The group who has the 2. Round to the
most answer will have nearest ten

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prize 240 ÷ 20
Calculate mentally
24 ÷ 2 = 12
Estimated
quotient = 12
3. Approximately the
same as 70 ÷ 40,
i.e., 7 ÷ 4 (74 → 70
& 35 → 40)
7 ÷ 4 is
approximately 2.
So, estimated
quotient is 2.
4. Approximately the
same as 600 ÷ 20
= 60 ÷ 2 = 30
(627 → 600 & 23
→ 20)
So, the estimated
quotient is 30.
5. Approximately the
same as 700 ÷ 60
or 70 ÷ 6
70 ÷ 6 is
approximately =
12.
So, the estimated
quotient =12
TPO: Milieu: The seating arrangement Formative
 Solves routine will be by pair in a row Assessment
and non-routine Motivation: They will be provide Direction:
problems
with play money and divide the 1. The class will
involving
amount based on the scenario be grouped
division of 3- to
4-digit numbers that the teacher will give into two
by 1- to 2-digit Materials: Division letters 2. The task is to
numbers Method: Inquiry based learning make a role
including money Media: PowerPoint about the play about
using application of division in real life division
appropriate Mastery: involving
problem solving 1. Solve word problems money
strategies and
Each pair will be given 3. Your
tools.
M4NS-Ih56.3 with a letter. The letter presentation
EO: contains a problem and should be 10-
 Explain the they need to answer the 15 minutes
process on problem to reveal the real only
solving word message. (See criteria 1.1)
problem in
division

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TPO Milieu: The seating arrangement Formative

 Solves multi- will be by pair in a row Assessments
step routine and Motivation:
non-routine
Have a drill on basic division facts A. Solve the given
problems
using flash cards. problem
involving
division and any Material:
of the other Power point presentation 1. Leo bought 4 T-
operations of Method: shirts and 2 pairs
whole numbers Inquiry and Discussion of pants for only
including money Media: Php 3,000. If the
using  The students will work in pair. T-shirt cost
appropriate  Ask them to think of ways to Php300 each, find
problem solving
find answer for the problem the cost of each
strategies and
tools. given. pair of pants.
M4NS-Ih56.4 Mastery: 2. A farmer has
EO Let the groups present and explain some ducks and
 Identify ways of how they got the answer. goats in his farm.
solving given A visitor counted
problem 14 heads and 40
legs for those
animals. How
many ducks and
goats are there in
the farm?
3. Mrs. Reyes gave a
Php20-bill, 8
Php50-bills, and 4
Php100-bills to
her grandchildren.
What was the
average share of
each grandchild?
4. Six pupils
harvested 3
baskets of
eggplants. There
were 35 eggplants
in the first basket,
45 in the second
basket and 22 in
the last basket.
How many
eggplants should
each pupil get?
5. Katrina has Php20,
Anne has Php25,
and Christine has

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Php30. They give

their money to
the 3 school
janitors. If the
janitors divide the
money equally
among
themselves, how
much will each of
them get?
TPO: Milieu: The seating arrangement Formative
 Creates will be by pair in a row Assessment
problems Motivation: Performance
involving
The students will have an activity A. Think, Pair and
division without
on solving a given problem. Share
or with any
other Material: The students will be
operations of Power point presentation generating word
whole numbers Method: problems and will
including Experiential Learning, Inquiry and switch to the other to
money, with Discussion validate and answer it.
reasonable Media: B. Role Play
answers  There will be presented The students will have
M4NS-Ii57.3
jumbled word problem. a short skit play with a
EO
 The students will arrange the scenario in the market
 Construct a
word problem words to form a sentence and showing “How to
related to form a word problem. budget money?”
money involving  The students will work on the (See criteria 1.1)
the different problem
operation Mastery:
Individual and pair activity on
creating a word problem using a
provided data.
TPO: Milieu: The seating arrangement
 Represents and will be circular to work
explains collaboratively
Multiplication,
Division, Motivation:
Addition, and
The students will be watching a
Subtraction
video clip on order of procedure
(MDAS)
correctly. like wearing a shoe.
M4NS-Ii61.1 Material:
 Performs a
series of two or Video and power point
more presentation
operations.
M4N S-Ij62.1

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E.O Method:
 Demonstrate
solving given Discussion and Experiential
problem/equati Learning
on using series Media:
of operation
and following The students will be introduced to
MDAS rule.
My Dear Aunt Sally

Fold it up!

With the accompaniment of the

teachers discussion about MDAS.

Mastery:

The students will be given activity

sheet to answer.

CRITERIA 1.1

CRITERIA 4 3 2 1 SCORE
Content All Contents One to two Three to four More than five
are correct misconceptions of misconceptions of misconceptions of
content content content
Accuracy Roles played Most of the roles Some of the roles Roles played are
are accurate played are played are inaccurate and
and realistic accurate and accurate and unrealistic
realistic realistic
Preparedness All scripts are Most of the Scripts Some of the No scripts are
smoothly are smoothly scripts are smoothly
presented presented smoothly presented
presented
Expression and All Most of the Some expressions No expression and
Body Language expressions expressions and and Body language Body language
and Body Body language suits the role suits the role
language suits suits the role
the role

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Prepared by: Approved by:

Christian Harvey Nelmida and Jason I. Valenzuela Prof. Vic Marie Camacho
Date September 13, 2019
Adviser

Reference Code: PNU-MN-2016-UCM-FM-002 Effectivity Date: June 2019

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